In conjunction with Stylus Publishing, we are in the process of writing our first book, “Reigniting Curiosity and Inquiry in Higher Education: A Realist’s Guide to Getting Started with IBL”.

The purpose of this book is to give higher education instructors at any career stage a realistic guide to incorporating curiosity and inquiry-based learning into their classrooms, not only as a pedagogical tool, but also as a mindset, attitude, or “desire to inquiry” that can be developed and strengthened, resulting in greater lifelong and lifewide learning.

We will update our progress over the next few months!

Check out our latest work on trust in higher education:

Natalie R. Beltrano, Beth Archer-Kuhn & Stacey MacKinnon (2021) Mining for
gold and finding only nuggets: attempting a rapid systematic review, on trust in higher education IBL classrooms, Teachers and Teaching, 27:1-4, 300-315, DOI: 10.1080/13540602.2021.1955672

Abstract:

It is well-documented throughout the available literature that trust,
or a leap of faith, plays a key role in facilitating success in student
learning. In this study, we attempted a rapid systematic review of
relevant databases looking for studies that addressed developing
and maintaining trust among students, between students and their
professors, within higher education institutions, paying particular
attention to inquiry-based learning practices where taking intellectual
risks is key. Our efforts revealed that there are currently no
empirical studies that link risk and trust in early engagement in
higher education IBL (i.e., IBL-HE) classrooms. Though the ‘gold
mine’ remained out of reach, our secondary review uncovered
several important nuggets which confirmed our belief that this is
an important area of future inquiry and allowed us to identify
barriers to trust and note student fears. Further research is required
to examine the factors that promote risk-taking and trust development
and the relationship with early engagement in IBL-HE
courses.